Aim/PurposeThis review analyzes the causes and effects of programming anxiety in higher education, evaluates existing assessment tools, and explores mitigation strategies to guide interventions that improve student outcomes.

BackgroundProgramming anxiety impairs educational outcomes by reducing student engagement, performance, and retention. Prior studies have typically focused on its correlations with performance, programming language selection, and gender; a more comprehensive investigation of this topic is demanded.

MethodologyFollowing PRISMA guidelines, this systematic review analyzed 21 empirical studies from databases including ScienceDirect, Springer, Scopus, WOS, ACM Digital Library, and IEEE Xplore, based on predefined inclusion criteria.

ContributionThis review summarizes existing knowledge about programming anxiety, identifies key gaps, establishes its causes and effects, evaluates measurement tools, and proposes interventions that have not previously been systematically reviewed.

FindingsBoth intrinsic and extrinsic factors contribute to programming anxiety. It harms learning outcomes and may lead to lower course completion rates. The current approaches for evaluating programming anxiety lack standardization and validity. In addition, findings suggest that effective interventions require a supportive learning environment combined with pedagogy to alleviate programming anxiety.

Recommendations for PractitionersPractitioners are advised to use instructional strategies that reduce programming anxiety, such as collaborative learning, supportive interactions, appropriate IDEs (Integrated Development Environments), and anxiety-specific assessment tools to tailor educational approaches.

Recommendation for ResearchersResearchers are encouraged to develop validated, reliable instruments for evaluating programming anxiety and investigating the efficacy of specific solutions in a variety of educational settings.

Impact on SocietyMitigating programming anxiety has significant implications for educational practices, as it can improve the quality and accessibility of computer science education, potentially enhancing diversity and inclusion in technology-related disciplines.

Future ResearchFuture research should investigate the long-term impacts of programming anxiety, design interventions that target both psychological and pedagogical components of anxiety and evaluate the effectiveness of these interventions across different demographic groups.